the complete collection c
TRANSCRIPT
THE COMPLETE
Copyright ©2018 Tools to Grow, Inc. All rights reserved. - HOME SETTING -
Collection
EVERYTHING YOU NEED for
DEVELOPING & IMPLEMENTING
C
ToolsToGrowOT.com
A SENSORY DIET XVERSION 1
X INCLUDES: X INCLUDES:
THE COMPLETE
Copyright ©2018 Tools to Grow, Inc. All rights reserved.
www.ToolsToGrowOT.com
BACKGROUND INFORMATION/GUIDELINES
HOW TO CREATE SENSORY DIET/ THERAPIST TIPS
ASSEMBLY INSTRUCTIONS
EDITABLE TITLE PAGE
PARENT INFO. SHEET & INSTRUCTIONS
EDITABLE CHART
PICTURE SYMBOLS
PROTOCOL FOR PARENT USE
TRACKING FORM
THERAPIST DEVELOPMENT & USE
Collection
C
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XV
ERSI ON
1
BACKGROUND INFORMATION Effective sensory processing is necessary for almost every activity a child performs because the integration of multiple sensory input is essential for comprehending our surroundings.
Intact sensory processing makes it possible for a child to use the sensory input he/she is receiving from their body and environment in a functional, adaptive manner.
A child with sensory processing concerns has difficulty using sensory input from his/her eyes (vision), ears (sound), skin (touch), nose (smell), mouth (taste), muscles and body joints (body awareness), and inner ear (balance & position of body in space).
Ineffective sensory processing can create significant challenges for completing daily living skills, succeeding at school, playing or using leisure time, and maintaining friendships or relationships with others.
One tool to help is the use of a “Sensory Diet”. A “Sensory Diet” will include the introduction of select sensory rich activities that are meaningful to your student. The “diet” may also include strategies to minimize your student’s exposure to certain sensory stimuli to help maintain his/her optimal arousal. At times special equipment or materials may be used.
This “diet” will ideally be carried out at home in consultation with you as the student’s therapist.
Parents/Caregivers will play a key role in the development and delivery of the diet.
The student will gain maximum benefits if the “diet” is provided at the appropriate intervals (time of day), frequency (how often), and duration (how long). The overall goal will be to help your child function at his/her optimal level throughout their day with ideal attention, self-regulation, and emotional control.
Each child’s sensory diet will be different. The activities, accommodations and/or strategies that you select from the “menu” of picture symbol will reflect the student’s profile, needs, and individual interests.
Remember, “One size does not fit all”. For example, your student may benefit from swinging, but may reject the swing at the local park. It may take some time to find the right fit for your student.
Your student will change over time and in response to the use of the Sensory Diet activities, accommodations, and strategies. Because of this, ask caregivers/teachers to keep track of the student’s responses and behavior.
THE COMPLETE
Collection C
THERAPIST DEVELOPMENT
& USE
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HOW TO CREATE SENSORY DIET
1. Therapist must review completed assessments or sensory questionnaires to determine child’s needs and strengths related to sensory processing and it’s impact on a child’s routine/occupational roles.
2. Obtain additional information from parents and teachers as needed. This can be obtained via interview or through your observations. Take note of the following to help design the ideal plan:
• Times of day that are especially challenging • Response to transitions between settings and tasks • Activities and routines that the child over-reacts to or avoids • Activities that the child engages in for prolonged periods • Preferred activities • Challenging behavior during meals or daily hygiene • How the child reacts to clothing (fabric, sleeve length, etc.) • How he/she reacts to food texture, tastes, smells, temperature, etc. • Times when your child is especially active or inactive
3. The Therapist should have the permission of child’s parent/legal guardian before initiating the use of a sensory diet and recommended strategies/activities with child. Documentation of such permission is suggested.
4. The Sensory Diet Chart is divided into key times of a child’s day. These daily routine time frames include:
5. There is also an option to create individualized time frame/daily routines that are specific to your child/student.
THE COMPLETE
Collection C
THERAPIST DEVELOPMENT
& USE
THERAPIST TIPS
Transitions Quiet Time Snacks/Mealtime Community Outings Play & Leisure
Dressing Bathing Grooming Toileting Bedtime/Sleep
Homework Family Events Doctor Visits Car Rides
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HOW TO CREATE SENSORY DIET
6. The therapist, in consultation with the child’s caregiver/parent, selects picture symbols that depict a strategy that is suggested for use during that time frame or daily routine. The selection is based upon clinical judgement and considerations that include:
• the child’s interests • the child’s reaction to the sensory input associated with that activity • the child’s activity level • the child’s attention and task adherence • the child’s ability to cope with emotional demands • available/accessible resources
7. There is the option to select 2-3 picture symbols for each time frame/daily routine category.
8. There is also an area to record special instructions for each time frame/daily routine category.
9. Some children may prefer to have an option to select a picture symbol for given time frame/daily routine. This may be on occasion or on an ongoing basis.
10. Documentation and permission of specific strategies is also suggested. This includes: weighted vest, weighted blanket, weight lap pad, brushing techniques, etc.
11. The Therapist should provide thorough training to the adult that is carrying out and monitoring the Sensory Diet strategies and activities. Documentation of such training is suggested. See Protocol for use form.
12. The Therapist should advise the adult that is directly monitoring the Sensory Diet to beware of any negative reactions the child may have. If such occurs the adult should discontinue use of the strategy/activity and notify the Therapist.
13. The Therapist should periodically observe the child while he/she is completing the specific techniques/activities and the desired results are being achieved.
14. A sensory diet is dynamic. It needs to be changed as the child changes and matures. Keep close contact with the individuals carrying out the “diet” and continually assess its effectiveness.
15. The Therapist should consider instructing the adult to track the child’s response to the Sensory Diet to determine if desired positive effects are being achieved. A tracking form is provided.
THERAPIST TIPS CONTINUED
ASSEMBLY INSTRUCTIONS
THE COMPLETE
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THERAPIST DEVELOPMENT
& USE
BEFORE YOU PRINT : This PDF is editable! You can type directly into PDF to personalize Title Page and Categories/Routines pages:
• Open PDF in adobe • Select appropriate Categories/Routines. • Personalize with Special Instructions: Each suggested Categories/Routines has a purple square on the left hand side.
Type into square to personalize with special instructions. OR: Write in this square with a pen, sharpie, or dry erase marker (once Categories/
Routine pages are laminated).
TO PRINT: 1. Print all pages on cardstock for durability. 2. Cut out each individual square from the Sensory Diet “Menu”: Picture Symbols. 3. Pages (6 pages in total). 4. Laminate each square. 5. Adhere Velcro on the back of each Picture symbol square. 6. Adhere Velcro on each time frames/routines page(s) as indicated by the black circle. 7. Laminate all additional full pages.
TO ASSEMBLE: 1. Hole punch and place all pages in a 3-Ring binder. Organize binder with pages as desired
(for example: title page, parent instructions, time frames/daily routines, tracking form). 2. Adhere (with Velcro) picture symbol squares into each selected time frame/daily routine
category. These picture symbols depict practical ideas to enrich or alter a child’s sensory environment.
3. There is an option to select 2-3 picture symbols for each time frame/daily routine. Each child’s sensory diet will be different. The activities, accommodations and/or strategies that are selected from the “menu” will reflect the student’s profile, needs, and individual interests.
4. Optional: Cut horizontally to allow for each time frame/daily routine to be separate from the others. These categories can then be placed on a desk, table, etc. for individual use as needed.
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PAGE 1
Effective sensory processing is necessary for almost every activity a child performs because the integration of multiple sensory input is essential for comprehending our surroundings.
Intact sensory processing makes it possible for a child to use the sensory input he/she is receiving from their body and environment in a functional, adaptive manner.
A child with sensory processing concerns may have difficulty using sensory input from one or more sensory system that may include the eyes (vision), ears (sound), skin (touch), nose (smell), mouth (taste), muscles and body joints (body awareness), and inner ear (balance & position of body in space).
Ineffective sensory processing can create significant challenges for completing daily living skills, succeeding at school, playing or using leisure time, and maintaining friendships or relationships with others.
One tool to help is the use of a “Sensory Diet”. This “diet” will include the introduction of select sensory rich activities that are meaningful to your child. The “diet” may also include strategies to minimize your child’s exposure to certain sensory stimuli to help maintain his/her optimal arousal. At times special equipment or materials may be used.
In consultation with your child’s therapist, this “diet” will ideally be carried out at home and school. As the parents/caregivers, you will play a key role in the development and delivery of the diet. Your child/student will gain maximum benefits if the “diet” is provided at the appropriate intervals (time of day), frequency (how often), and duration (how long). The overall goal will be to help your child function at his/her optimal level throughout their day with ideal attention, self-regulation, and emotional control.
- PARENTS/CAREGIVERS -
INFORMATION SHEET
GENERAL GUIDELINES FOR DEVELOPING & IMPLEMENTING
a Sensory Diet
Each child’s sensory diet will be different. The activities, accommodations and/or strategies that are selected from the “menu” will reflect your child’s profile, needs, and individual interests. Work closely with your child’s therapist for information on sensory processing disorder and how to select and present activities/strategies that will benefit and regulate your child. Remember, “One size does not fit all”. For example, your child may benefit from swinging, but may reject the swing at the local park. It may take some time to find the right fit for your child. Don’t give up!
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Some children are over-responsive to some sensory input. For example, the child may cry or get upset if touched by another person or expected to touch certain objects or textures.
Some children may under-react to touch to the point that they grab and touch everything in sight! Likewise for movement, one child may appear anxious or withdrawn when expected to use playground equipment (over reacts to movement), while another child may promptly climb to the top of a slide and attempt unsafe maneuvers.
Some children are over-responsive in one sensory area, and under-responsive in another. Or…it may change due to a modulation difficulty.
The use of specific activities and/or other accommodations may be suggested for certain settings, certain routines, and certain times of the day.
INFORMATION SHEET REMEMBER ALL CHILDREN ARE DIFFERENT,
EVEN IN THE AREA OF SENSORY PROCESSING!
Your child’s therapist may request that an assessment or questionnaire be completed to help gather information about your child’s sensory processing. In addition, it is very important to closely observe your child and take note of the following to help design the ideal plan:
• Times of day that are especially challenging • Response to transitions between settings and tasks • Activities and routines that your child over-reacts to or avoids • Activities that your child engages in for prolonged periods • Preferred activities • Challenging behavior during meals or daily hygiene • How your child reacts to clothing (fabric, sleeve length, etc.) • How he/she reacts to food texture, tastes, smells, temperature, etc. • Relationships with peers and adults • Times when your child is especially active or inactive
Share this information and your concerns with the therapist to help improve the “diet” through proper selection of activities and accommodations from the “menu”.
COLLECTING INFORMATION
for a Sensory Diet
- PARENTS/CAREGIVERS -
PAGE 2
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Instructions for PARENT/CAREGIVERS
THE FOLLOWING SENSORY DIET HAS BEEN DEVELOPED FOR YOUR CHILD BY HIS/HER THERAPIST.
• This Sensory Diet will be monitored by the therapist.
• This Sensory Diet will be carried out on a daily basis by a person trained on specific techniques.
• If you have any questions on this Sensory Diet, please contact your child’s therapist listed on the front page.
• Each child’s sensory diet will be different.
• The picture symbols illustrating activities, accommodations and/or strategies that are selected from the “menu” will reflect your child’s profile, needs, and individual interests.
• Work closely with your child’s therapist for information on sensory pro-cessing disorder and how to select and present activities/strategies that will benefit and regulate your child.
• Remember, “One size does not fit all”. For example, your child may benefit from swinging, but may reject the swing at the local park. It may take some time to find the right fit for your child.
• Don’t give up!
• Encourage, never force the “menu” of activities.
• Please refer to “Protocol for Use” form (if applicable) provided by your therapist.
SPECIFIC INSTRUCTIONS:
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TRANSITIONS
QUIET TIME
SNACKS/MEALS
- HOME USE -
TIME FRAMES/DAILY ROUTINES
www.ToolsToGrowOT.com
. . .
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SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
COMMUNITY OUTINGS
PLAY & LEISURE
HOMEWORK
- HOME USE -
TIME FRAMES/DAILY ROUTINES
www.ToolsToGrowOT.com
. . .
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SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
DRESSING
BATHING
GROOMING
- HOME USE -
www.ToolsToGrowOT.com
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SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
TIME FRAMES/DAILY ROUTINES
TOILETING
TOOTH CARE
BEDTIME/SLEEP
- HOME USE -
www.ToolsToGrowOT.com
. . .
. . .
. . .
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
TIME FRAMES/DAILY ROUTINES
CAR RIDES
FAMILY EVENTS/PARTIES
DOCTOR VISITS
- HOME USE -
www.ToolsToGrowOT.com
. . .
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SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
TIME FRAMES/DAILY ROUTINES
- HOME USE -
www.ToolsToGrowOT.com
. . .
. . .
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SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
SPECIAL INSTRUCTIONS:
TIME FRAMES/DAILY ROUTINES
GENTLY PRESS HANDS ON HEAD
GIVE YOURSELF A HUG SQUEEZE A BALL CHAIR PUSH-UPS
TAKE A BREATH CHEW GUM SQUEEZE A BALL CRAWL
CRAB WALKS CRAB WALKS ANIMAL WALKS WALL PUSH-UPS
SEATED PUSH-UPS WEIGHTED BALL MONKEY BARS PUT AWAY HEAVY
GROCERIES
- HOME USE -
SENSORY DIET “MENU”: PICTURE SYMBOLS
www.ToolsToGrowOT.com
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM. ADD VELCRO DOT TO BACK OF EACH SQAURE.
TAKE A BREATH CHEW GUM
SQUEEZE A BALL CHAIR PUSH
WEIGHTED BALL
CRAB WALKSCRAB WALKS CRAB WALKSCRAB WALKSCRAB WALKS CRAB WALKSCRAB WALKS
CRAWL
CRAB WALKS ANIMAL WALKSCRAB WALKS ANIMAL WALKS
SQUEEZE A BALLSQUEEZE A BALL
ANIMAL WALKSANIMAL WALKS WALL PUSH-UPS
PUT AWAY HEAVY GROCERIES
WALL PUSH
PUT AWAY HEAVY
GO FOR A WALK ROCKING CHAIR SKIP TAKE A BREAK
RIDE A BIKE SWING JUMP BOUNCE ON BALL
BALL WALK-UPS SCOOTER BOARD PUSH UPS BOUNCE ON BALL
JUMING JACKS HOPPY BALL DANCE SIT AND SPIN TOY
- HOME USE -
www.ToolsToGrowOT.com
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM. ADD VELCRO DOT TO BACK OF EACH SQAURE. ADD VELCRO DOT TO BAADD VELCRO DOT TO BACK OF EACH SQAURE.ADD VELCRO DOT TO BACK OF EACH SQAURE.CK OF EACH SQAURE.ADD VELCRO DOT TO BACK OF EACH SQAURE.CK OF EACH SQAURE.CK OF EACH SQAURE.CK OF EACH SQAURE.CK OF EACH SQAURE.CK OF EACH SQAURE.
RIDE A BIKE
GO FOR A WALK
SWING
ROCKING CHAIR
RIDE A BIKE
GO FOR A WALK ROCKING CHAIRGO FOR A WALK ROCKING CHAIR TAKE A BREAK
JUMP
SKIPROCKING CHAIR TAKE A BREAK
BOUNCE ON BALL
TAKE A BREAK
BOUNCE ON BALLBOUNCE ON BALLBOUNCE ON BALLJUMP
BALL WALK-UPS
JUMING JACKS
SCOOTER BOARD
HOPPY BALL
HOME USE
UPS SCOOTER BOARD
JUMING JACKS
PUSH UPSPUSH UPSSCOOTER BOARD
SIT AND SPIN TOY
BOUNCE ON BALLBOUNCE ON BALL
SENSORY DIET “MENU”: PICTURE SYMBOLS
SKATE SKATE HEAD, SHOULDERS,
KNEES, & TOES SWIM
YOGA BALANCE BEAM /
OBSTACLE COURSE RAKE LEAVES YOGA
PRESS FINGERTIPS TOGETHER
TOUCH FINGERS TO THUMB
PRESS FINGER UNDER NOSE THERABAND
THERABAND ON CHAIR WATER BOTTLE
VELCRO UNDER TABLE
- HOME USE -
www.ToolsToGrowOT.com
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM. ADD VELCRO DOT TO BACK OF EACH SQAURE.
SKATE
ADD VELCRO DOT TO BA
SKATE
ADD VELCRO DOT TO BA
HEAD, SHOULDERS, SWIMKNEES, & TOES
BALANCE BEAM /
KNEES, & TOES SWIMKNEES, & TOES
SENSORY DIET “MENU”: PICTURE SYMBOLS
PRESS FINGERTIPS TOGETHER
TOUCH FINGERS
THERABAND ON CHAIR
TO THUMB
WATER BOTTLE
TOUCH FINGERS PRESS FINGER UNDER NOSE
WATER BOTTLEVELCRO UNDER
TABLE
HOME USE WATER BOTTLE
YOGA
THERABANDTHERABAND
WEIGHTED VEST WEIGHTED VEST JOINT
COMPRESSIONS GIVE HUGS
TAKE A BATH DIFFUSER COZY CORNER BODY SOCK
WEIGHTED BLANKET BLANKET BURRITO ROLL BALL ON BACK TENT/
QUIET RETREAT
WEIGHTED LAP PAD BUMPY CUSHION BRUSH PROTOCOL
- HOME USE -
www.ToolsToGrowOT.com
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM. ADD VELCRO DOT TO BACK OF EACH SQAURE.
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM.ADD VELCRO DOT TO BA
JOINT
ADD VELCRO DOT TO BACK OF EACH SQAURE.CK OF EACH SQAURE.ADD VELCRO DOT TO BA
WEIGHTED VEST WEIGHTED VEST COMPRESSIONSWEIGHTED VESTWEIGHTED VEST WEIGHTED VEST COMPRESSIONSCOMPRESSIONS GIVE HUGS
TAKE A BATH COZY CORNER
QUIET RETREAT
DIFFUSERTAKE A BATHTAKE A BATH COZY CORNER BODY SOCK
WEIGHTED BLANKET
WEIGHTED LAP PAD
WEIGHTED BLANKET
BUMPY CUSHION
HOME USE
BLANKET BURRITOBLANKET BURRITO
WEIGHTED LAP PAD
WEIGHTED BLANKET BLANKET BURRITO
BRUSH PROTOCOL
ROLL BALL ON BACKROLL BALL ON BACK
BRUSH PROTOCOL
BLANKET BURRITO ROLL BALL ON BACK
SENSORY DIET “MENU”: PICTURE SYMBOLS
PLAY IN SAND FIGDETS LOTION FINGER PAINT
VIBRATION TOY VIBRATION WATER TABLE DOUGH/PUTTY
WEAR SUNGLASSES LOOK AT FISH TANK OIL TIMER LAVA LAMP
KALEIDOSCOPE VISUAL TIMER LOOK AT WATER
FOUNTAIN
PLAY IN SAND
- HOME USE -
www.ToolsToGrowOT.com
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM. ADD VELCRO DOT TO BACK OF EACH SQAURE. ADD VELCRO DOT TO BAADD VELCRO DOT TO BACK OF EACH SQAURE.CK OF EACH SQAURE.ADD VELCRO DOT TO BA
FINGER PAINT
VIBRATION TOY
PLAY IN SANDPLAY IN SAND
VIBRATION
FIGDETS
VIBRATION TOY
PLAY IN SAND LOTION
DOUGH/PUTTY
FINGER PAINT
WEAR SUNGLASSES
VIBRATION TOYVIBRATION TOY
LOOK AT WATER FOUNTAINKALEIDOSCOPE VISUAL TIMER
WEAR SUNGLASSES
LOOK AT WATER
LOOK AT FISH TANKWEAR SUNGLASSES
WATER TABLEWATER TABLE
OIL TIMERLOOK AT FISH TANKLOOK AT FISH TANK LAVA LAMP
DOUGH/PUTTY
WEAR SUNGLASSESWEAR SUNGLASSESWEAR SUNGLASSESWEAR SUNGLASSESWEAR SUNGLASSESWEAR SUNGLASSES
SENSORY DIET “MENU”: PICTURE SYMBOLS
LISTEN TO MUSIC NOISE MINIMIZERS /
HEADPHONES MUSICAL
INSTRUMENTS WHITE NOISE
MACHINE
RAIN MAKER TOY LISTEN TO MUSIC SNAP FINGERS
CRUNCH / SUCK ICE CRUNCHY SNACK CHEW GUM CHEW NECKLACE
OR TOY
MOUTH VIBRATION BLOW BUBBLES BLOW BUBBLES SMELL SPICES/HERBS
HEADPHONES
- HOME USE -
www.ToolsToGrowOT.com
DIRECTIONS: PRINT, CUT OUT, & LAMINATE EACH ITEM. ADD VELCRO DOT TO BACK OF EACH SQAURE.
NOISE MINIMIZERS / HEADPHONES
NOISE MINIMIZERS / HEADPHONESHEADPHONES
MUSICAL INSTRUMENTS
UT OUT, & LAMINATE EACH ITEM.ADD VELCRO DOT TO BACK OF EACH SQAURE.CK OF EACH SQAURE.
NOISE MINIMIZERS / HEADPHONES
WHITE NOISE MACHINE
CK OF EACH SQAURE.CK OF EACH SQAURE.
WHITE NOISE
CK OF EACH SQAURE.CK OF EACH SQAURE.
RAIN MAKER TOY
LISTEN TO MUSICNOISE MINIMIZERS /
RAIN MAKER TOY LISTEN TO MUSICLISTEN TO MUSIC SNAP FINGERS
MOUTH VIBRATION
CRUNCH / SUCK ICE CRUNCHY SNACK
BLOW BUBBLES
HOME USE
CRUNCHY SNACKCRUNCHY SNACK
MOUTH VIBRATION BLOW BUBBLES
CRUNCH / SUCK ICE CRUNCHY SNACKCRUNCH / SUCK ICE
SENSORY DIET “MENU”: PICTURE SYMBOLS
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. . . .
. . . .
. . . .
- HOME USE -
www.ToolsToGrowOT.com
VELCRO EXTRA ITEMS NOT IN USE HERE SENSORY DIET: PICTURE SYMBOLS
. . . .
. . . .
. . . .
. . . .
- HOME USE -
www.ToolsToGrowOT.com
VELCRO EXTRA ITEMS NOT IN USE HERE SENSORY DIET: PICTURE SYMBOLS
. . . .
. . . .
. . . .
. . . .
- HOME USE -
www.ToolsToGrowOT.com
VELCRO EXTRA ITEMS NOT IN USE HERE SENSORY DIET: PICTURE SYMBOLS
. . . .
. . . .
. . . .
. . . .
- HOME USE -
www.ToolsToGrowOT.com
VELCRO EXTRA ITEMS NOT IN USE HERE SENSORY DIET: PICTURE SYMBOLS
Student Name: __________________________________________ Date of Birth: _________________
Therapist’s Name: ______________________________________________________
Therapist contact information: ______________________________________________________
Benefits of Use:
• Effective sensory processing is necessary for almost every activity a child performs because the integration of multiple sensory input is essential for comprehending our surroundings.
• One tool to help a child with sensory processing difficulties is the use of a “Sensory Diet”.
• This “diet” includes possible changes to _______________________________’s environment as well as participation in meaningful sensory based activities.
• This “diet” or “menu” of activities and strategies are selected with _______________________________’s interests and individual needs in mind.
• This “diet” will be most beneficial for _______________________________ when provided at appropriate times of the day for an appropriate amount of time.
• The main goal will be to help _______________________________ function at his/her optimal level throughout their day with ideal attention, self-regulation, and emotional control.
How to Use:
• This “diet” developed for ________________________________ includes accommodations/strategies/tools that are the correct size for their age, weight, and stature.
• Please feel free to use the following suggestions when appropriate and applicable as guidelines for assisting ________________________________ at school/home.
• Encourage, never force the “menu” of activities.
Precautions:
Discontinue the use of any strategy if child expresses discomfort or displays other unusual reactions. Report this and any additional concerns or questions to Occupational Therapy immediately.
ADDITIONAL INFORMATION:
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Protocol PARENT/CAREGIVER USE
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